Purpose: This research aims to examine self-regulated learning (SRL) skills of undergraduate students (USs) and reveal the role of higher education programs in promoting SRL skills.
Research Methods: In this mixed-method research, the participants consisted of 1411 freshmen and senior students and 17 senior-year interviewees. Data collection tools included Personal Information Form, Self-Regulatory Learning Scale and semi-structured interview form.
Findings: The findings obtained in this study showed that SRL skills of USs were moderate. SRL skills of USs significantly differed in accordance with gender, grade level, foreign language preparatory education, the high school type students graduated from and the motive for choosing the program. The qualitative findings of the study revealed that a wide range of elements regarding curriculum, instruction, instructors and other components of higher education programs were substantially significant in enhancing SRL.
Implications forResearch and Practice: As a result of this research, it can be suggested that higher education programs in the sample do not adequately promote SRL skills of undergraduate students. The inclusion of SRL-promoting-elements in the curriculum and instructional processes are bound to the instructors who design their own courses. Considering most of the faculty members have not received a comprehensive pedagogical and andragogical education, SRL might have a long way to get in to the agenda of tertiary instructors. Therefore, the tertiary instructors are highly suggested participating in a continuous and comprehensive pedagogical training focusing on the good teaching practices that can foster SRL and desirable learning outcomes.
Self-regulation, self-regulated learning, higher education, university students